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Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students face more harassment, but teacher interventions are improving. Student input highlights needs for consistent responses and education for those causing harm to enhance school safety.

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Area of Science:

  • Educational Psychology
  • Sociology of Education
  • LGBTQ+ Studies

Background:

  • Seattle Public Schools implemented programs to improve safety and achievement for LGBTQ+ youth.
  • A case study investigated student perceptions of school bullying and harassment.
  • Teacher interventions were examined within existing anti-bullying policies.

Purpose of the Study:

  • To assess LGBTQ+ students' experiences with bullying and harassment.
  • To evaluate the effectiveness of teacher interventions in addressing LGBTQ+ related incidents.
  • To gather student feedback for improving school environments.

Main Methods:

  • Surveys administered to 107 students in Gay-Straight Alliance (GSA) groups across 13 secondary schools.
  • Focus groups conducted with 154 students (GSA and non-GSA) in 7 schools.
  • Analysis of student-reported experiences and teacher intervention strategies.

Main Results:

  • Lesbian, gay, bisexual, or questioning (LGBQ) GSA students reported significantly higher rates of harassment compared to straight students.
  • Teachers most commonly intervened in verbal harassment by stopping it and explaining its wrongfulness; physical harassment interventions focused on stopping the act.
  • Students recommended more consistent teacher responses, follow-up actions, and educational interventions for perpetrators.

Conclusions:

  • Seattle Public Schools has advanced in creating safe environments for LGBTQ+ students but requires further improvements.
  • Student perspectives are crucial for identifying specific areas needing enhancement in school policies and practices.
  • Continued efforts are necessary to fully realize the goal of inclusive and safe educational settings for all students.